Research on performative teaching has expanded in recent decades. This growth has been accompanied by interest in evidence-based practice and evaluation. However, experimentation is complex and classroom-based researchers ...

This article sets out to argue that purposefully consenting to touch constructs a metaphorical ‘consent-bubble’ in which only those invited into its parameters (often not including the IC, facilitator or teacher) may engage ...

This article critically reflects on the facilitation of embodied practice in virtual spaces of teaching, learning and creation, specifically looking at ways of facilitating touch within the broader context of decolonising ...

Oliver Hermanus's Skoonheid is often read as a representation of South African queer realities and political progressiveness both during and since the dissolution of apartheid. Consequently, Hermanus's contribution to the ...

In the South African Sesotho-language Western Five Fingers for Marseilles (2018), Tau flees his hometown of Marseilles in the aftermath of a violent incident. Returning after apartheid ended, Tau finds his hometown in ruins ...

This article explores performance within development spaces. Dramaturgy, a concept deriving from theatre studies, can be understood as an analytical lens that examines the various roles and performances of different ‘actors’ ...

This chapter sets out to create an embodied approach for responsibly navigating actor-character dissonance in performance. Actors attempt to enflesh characters in performance. Enfleshment is the subjective, deliberate ...

Afrikaans film adaptations offer exciting opportunities for exploring the productive tensions between the source material and the adapted work. In this article, the authors aim to explore, by way of a case study, which key ...

This article assessed the efficacy of a skills-development module in pre-recorded digital performing arts (PRDPA) that was presented as an online workshop within the South African educational paradigm. The PRDPA module ...

In this account, I engage how Midlands State University through its Film and Theatre Arts Studies programme responded and continues to respond to the neoliberalisation of higher and tertiary education in Zimbabwe. I argue ...